Studying the effectiveness of problem-solving skills training on aggression, functional flexibility, and academic self-efficacy of aggressive eighth-grade male students
The aim of this study is to determine the effectiveness of problem-solving skills training on aggression, functional flexibility, and academic self-efficacy of aggressive eighth-grade male students.
Design
The present study, due to the multi-stage random selection of participants, is a field experimental study and the research design is a pre-test-post-test design with a control group. In this design, the subjects are measured before the implementation of the independent variable (pre-test), then the experimental intervention or independent variables are applied.
Settings and conduct
Cluster random sampling method was used to select the sample. First, from the four education districts of Ahvaz city, two districts were selected by simple random drawing (lottery) and 40 students eligible for the research were randomly divided into two groups of 20 students.
Participants/Inclusion and exclusion criteria
Inclusion criteria:
1- No serious physical illness 2- Obtaining a score of one standard deviation above the mean in aggression.
Exclusion criteria:
1- Absence of more than two sessions 2- Participation in other psychotherapy sessions.
Intervention groups
From the four education districts of Ahvaz city, two districts will be selected by simple random drawing (lottery) and then eight boys' junior high schools from each district will be selected by simple random drawing and, in the next stage, one eighth grade class from each school. Then, 40 students eligible for the study will be randomly divided into 2 groups of 20 (20 in the experimental group and 20 in the control group). It should be noted that the control group will not receive any intervention during the research. The training sessions were developed based on the Spivak and Shoreh method (cited by Cassidy and Long, 1996) and will be implemented in 6 2-hour sessions.
Main outcome variables
Problem-solving skills
General information
Reason for update
Acronym
IRCT registration information
IRCT registration number:IRCT20250712066455N1
Registration date:2025-07-14, 1404/04/23
Registration timing:prospective
Last update:2025-07-14, 1404/04/23
Update count:0
Registration date
2025-07-14, 1404/04/23
Registrant information
Name
reza hardani
Name of organization / entity
Country
Iran (Islamic Republic of)
Phone
+98 61 3378 5979
Email address
reza.hardani@iau.ir
Recruitment status
Recruitment complete
Funding source
Expected recruitment start date
2025-07-16, 1404/04/25
Expected recruitment end date
2025-08-11, 1404/05/20
Actual recruitment start date
empty
Actual recruitment end date
empty
Trial completion date
empty
Scientific title
Studying the effectiveness of problem-solving skills training on aggression, functional flexibility, and academic self-efficacy of aggressive eighth-grade male students
Public title
Studying the effectiveness of problem-solving skills training on aggression, functional flexibility, and academic self-efficacy of aggressive eighth-grade male students
Purpose
Education/Guidance
Inclusion/Exclusion criteria
Inclusion criteria:
Not having a serious physical illness
Not participating in other psychotherapy sessions at least one month before the study
Obtaining a score of one standard deviation above the mean in aggression
Exclusion criteria:
Absence of more than two sessions
Participation in other psychotherapy sessions
Unwillingness to continue treatment
Age
From 12 years old to 13 years old
Gender
Male
Phase
N/A
Groups that have been masked
No information
Sample size
Target sample size:
40
Randomization (investigator's opinion)
Randomized
Randomization description
To select the sample for diagnosing aggression in students, a cluster random sampling method was used. First, from the four education districts of Ahvaz city, two districts were selected by simple random drawing (lottery), and then eight boys' junior high schools from each district were selected by simple random drawing, and in the next stage, one eighth grade class from each school was selected. Then, after the students completed the Ahvaz Aggression Inventory, those whose scores on this inventory were one standard deviation above the mean and who were given a final diagnosis of aggression in a clinical interview by a clinical psychologist were selected as students with aggression. Of these, 40 were randomly selected to participate in the study. Then, these individuals were randomly divided into two groups of 20 (20 in the experimental group and 20 in the control group). It should be noted that the control group will not receive any intervention during the research, but to prevent factors threatening the internal validity of the research, such as compensatory competition in the control group or demoralization, they will be assured that they will receive problem-solving skills training in the next round (after data collection).
Blinding (investigator's opinion)
Not blinded
Blinding description
Placebo
Not used
Assignment
Other
Other design features
Secondary Ids
empty
Ethics committees
1
Ethics committee
Name of ethics committee
Ethics Committee of Islamic Azad University of Ahvaz Branch
Problem-solving skills on aggression, behavioral flexibility and academic self-efficacy
ICD-10 code
F43
ICD-10 code description
Reaction to severe stress, and adjustment disorders
Primary outcomes
1
Description
Problem-solving skills
Timepoint
In the present study, the problem-solving skills training course will consist of 6 2-hour sessions, conducted based on the Spivak and Shore method (cited by Cassidy and Long, 1996).
Method of measurement
The training sessions were developed based on the Spivak and Shore method (quoted from Cassidy and Long, 1996) and will be implemented in 6 2-hour sessions. The research will use a library method and a questionnaire to collect data. The tools will include: Ahvaz Aggression Inventory by Zahedifar et al. (1990), Connor and Davidson's Functional Flexibility Questionnaire (2003), the Standard Academic Self-Efficacy Questionnaire (CASES), and the Academic Self-Efficacy Questionnaire by Zajakova et al. (2005).
Secondary outcomes
empty
Intervention groups
1
Description
Intervention group: The present study, due to the multi-stage random selection of participants, is a field experimental study and the research design is a pre-test and post-test design with a control group. In this design, the subjects are measured before the implementation of the independent variable (pre-test), then the experimental intervention or independent variables are applied. After that, the subjects are measured again. 40 students will be randomly selected to participate in the study. Then, these people will be randomly divided into 2 groups of 20 people (20 people in the experimental group and 20 people in the control group). After the groups were formed, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and they were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The experimental group participated in training courses for about 1 month and received a problem-solving skill training intervention based on the Spivak and Shore method (cited by Cassidy and Long, 1996) in 6 2-hour sessions. After completing the training course, experimental group was re-assessed with questionnaires that measured the variables as a post-test.
Category
Other
2
Description
Control group: The present study, due to the selection of participants by a multi-stage random method, is a field experimental study and the research design is a pre-test and post-test design with a control group. In this design, the subjects are measured before implementing the independent variable (pre-test), then the experimental intervention or independent variables are applied. After that, the subjects are measured again. 40 students will be randomly selected to participate in the study. Then, these people will be randomly divided into 2 groups of 20 people (20 people in the experimental group and 20 people in the control group). After the groups were formed, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and they were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The people in the experimental group participated in training courses for about 1 month and received a problem-solving skill training intervention based on the Spivak and Shore method (cited by Cassidy and Long, 1996) in 6 2-hour sessions. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, the intervention was administered to them after the end of the study. After the training period, the control group was re-assessed with questionnaires that were used to measure the variables as a post-test.
Category
Other
Recruitment centers
1
Recruitment center
Name of recruitment center
Boys' Junior High School
Full name of responsible person
rezahardani
Street address
No. 209, between Helali and Farhani, Rad Street, South Complex